Geometry and Spatial Sense

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Geometry and Spatial Sense Standard









1. Classify and describe two-dimensional and three-dimensional

geometric figures and objects by using their properties; e.g., interior
angle measures, perpendicular/parallel sides, congruent

angles/sides.






http://www.learner.org/teacherslab/math/geometry/space/plotplan/index.html

http://www.learner.org/teacherslab/math/geometry/space/plotplan/index.html

http://illuminations.nctm.org/LessonDetail.aspx?ID=L406

http://illuminations.nctm.org/index_d.aspx?id=270


http://nces.ed.gov/nationsreportcard/itmrls/qtab.asp?listarr=%221992-...
































2. Use standard language to define geometric vocabulary: vertex, face,
altitude, diagonal, isosceles, equilateral, acute, obtuse and other

vocabulary as appropriate.





http://illuminations.nctm.org/index_d.aspx?id=616









































3. Use multiple classification criteria to classify triangles; e.g., right
scalene triangle.
 http://www.glencoe.com/sec/math/msmath/mac04/course2/webquest/unit5.php/oh

http://www.personal.psu.edu/faculty/j/x/jxz8/Student_Webquests/Shirk/questks/introduc.htm

http://illuminations.nctm.org/index_d.aspx?id=270

























































4. Identify and define relationships between planes; i.e., parallel,

perpendicular and intersecting.
 http://illuminations.nctm.org/index_d.aspx?id=616









































5. Predict and describe sizes, positions and orientations of

two-dimensional shapes after transformations such as reflections,

rotations, translations and dilations.
 http://www.geocities.com/xwordchamp/wq/index.htm


http://www.learnalberta.ca/content/mesg/html/math6web/math6shell.html

http://illuminations.nctm.org/LessonDetail.aspx?ID=L310

http://nces.ed.gov/nationsreportcard/itmrls/qtab.asp?listarr=%222003-...








































6. Draw similar figures that model proportional relationships; e.g.,

model similar figures with a 1 to 2 relationship by sketching two of
the same figure, one with corresponding sides twice the length of

the other.
 http://www.ohiorc.org/features/oh_mathematics/learning_conductor/dlw_lesson.aspx?file=47

http://math.rice.edu/~lanius/frac/index.html


Build three-dimensional objects with cubes, and sketch the

two-dimensional representations of each side; i.e., projection sets.

http://illuminations.nctm.org/index_d.aspx?id=616


http://illuminations.nctm.org/index_d.aspx?id=259